The document discusses brain-based learning and argues that understanding how the brain learns is critical for effective teaching. It states that some classrooms employ "brain-antagonistic" practices that can prevent learning, while brain-compatible education considers how the brain naturally learns. The author Leslie Hart pushes that if classrooms are to facilitate learning, they must be designed to accommodate the brain as the organ of learning. He advocates for settings and procedures that emphasize real-world exposure to engage students. The document then outlines twelve principles of brain-based learning and three conditions necessary for learning, and argues teachers should understand these principles and use strategies informed by how the brain learns.

1. BRAIN-BASED LEARNING THE ORGAN OF LEARNING

2. THE ORGAN OF BRAIN ADVOCATES OF BRAIN-BASED LEARNING TEACHING INSIST THAT THERE IS A DIFFERENCE BETWEEN “BRAIN COMPATIBLE” EDUCATION, AND “BRAIN ANTAGONISTIC” TEACHING PRACTICES AND METHOS WHICH CAN ACTUALLY PREVENT LEARNING.

3. HUMAN BRAIN AND HUMAN LEARNING LESLIE HART ARGUES THAT TEACHING WITHOUT AN AWARENESS OF HOW THE BRAIN LEARNS IS LIKE DESIGNING A GLOVE WITH NO SENSE OF WHAT A HAND LOOKS LIKE-ITS SHAPE, HOW IT MOVES. HART PUSHES THIS ANALOGY EVEN FURTHER IN ORDER TO DRIVE HOME HIS PRIMARY POINT: “ IF CLASSROOMS ARE TO BE PLACES OF LEARNING, THEN THE ORGAN OF LEARNING, THE BRAIN , MUST BE UNDERSTOOD AND ACCOMODATED.

4. HUMAN BRAIN AND HUMAN LEARNING HART ARGUES, THAT SOME KNOWLEDGE, EVEN IF IT IS PARTIAL AND SIMPLIFIED, CAN STILL BE APPLIED “TO DESIGN BRAIN-FITTING, BRAIN COMPATIBLE INSTRUCTIONAL SETTINGS AND PROCEDURES”. SUCH SETTINGS AND PROCEDURES WOULD EMPHASIZE “REAL WORLD” EXPOSURE. THE SCHOOL IN HART’S WORDS, WOULD BECOME “AN EXCITING CENTER WHERE THERE IS CONSTANT ENCOUNTER WITH THE RICHNESS AND VARIETY OF THE REAL WORLD” AS EXPOSSED TO A DREARY EGG CREATE OF CLASSROOMS… ALMOST EMPTY OF ANYTHING REAL ONE MIGHT LEARN FROM.

5. BRAIN LEARNING PRINCIPLE 1 THE BRAIN IS A COMPLEX ADAPTAVIVE SYSTEM.

6. BRAIN PRINCIPLE LEARNING 2 THE BRAIN IS A SOCIAL BRAIN.

7. BRAIN LEARNING PRINCIPLE 3 THE SEARCH FOR MEANING IS INNATE.

8. BRAIN LEARNING PRINCIPLE 4 THE SEARCH FOR MEANING OCCURS THROUGH PATTERNING.

9. BRAIN LEARNING PRINCIPLE 5 EMOTIONS ARE CRTICAL TO PATTERNING.

10. BRAIN LEARNING PRINCIPLE 6 EVERY BRAIN SIMULTANEOUSLY PERCEIVES AND CREATES PARTS AND WHOLES.

11. BRAIN LEARNING PRINCIPLE 7 LEARNING INVOLVES BOTH FOCUSSED ATTENTION AND PERIPHERAL ATTENTION.

12. BRAIN LEARNING PRINCIPLE 8 LEARNING ALWAYS INVOLVES CONSCIOUS AND UNCONSCIOUS PROCESSES

13. BRAIN LEARNING PRINCIPLE 9 WE HAVE AT LEAST TWO WAYS OF ORGANIZING MEMORY.

14. BRAIN LEARNING PRINCIPLE 10 LEARNING IS DEVELOPMENTAL.

15. BRAIN LEARNINGPRINCIPLE 11 COMPLEX LEARNING IS ENHANCED BY CHALLENGE AND INHIBITED BY THREAT.

16. BRAIN LEARNING PRINCIPLE 12 EVERY BRAIN IS UNIQUELY ORGANIZED.

17. THREE CONDITIONS FOR LEARNING 1. RELAXED ALERTNESS: CONSISTING OF LOW THREAT AND HIGH-CHALLENGE. 2. ORCHESTRATED IMMERSION: MULTIPLE, COMPLEX AND AUTHENTIC EXPERIENCE. 3. ACTIVE PROCESSING: OF EXPERIENCE AS THE BASIS FOR MAKING MEANING.

18. REAL-LIFE EXAMPLES CREATING AN ENVIRONMENT TO SIMULATE REALITY. AND INTERESTING CONTEXT TO PRESENT NEW TOPICS.

19. WHAT DOES A BRAIN-BASED TEACHER DO? A BRAIN COMPATIBLE TEACHER IS ONE THAT UNDERSTANDS THE PRINCIPLES AND USES STRATEGIES IN A PURPOSEFUL WAY. IT IS AN EDUCATOR WHO UNDERSTANDS THE REASONING BEHIND THEIR TEACHING. IT IS ALSO ONE WHO STAYS CONSTANTLY UPDATED THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT.

20. THANK YOU VERY MUCH!